There has been high examination attrition rates and low student Grade Point Average among undergraduate programmes in the School of Medicine of the University of Zambia. Such a situation was cause for concern and, therefore this study investigated the relationship among course management, teaching approaches and assessment processeson one hand, and high examination attrition rates and low Grade Point Average (GPA) for undergraduate medical students trained at the University of Zambia, School of Medicine, on the other.
A mixed methods approach involving qualitative and quantitative methods was employed to investigate the above mentioned issues. Anexploratory sequential research design was used for data collection. Data were captured using two related sets of instruments. The first was an evaluation survey instrument on the Teaching and Learning of undergraduate programmes in the School of Medicine and document analysis. The second was a students' Focus Group Discussion schedule and an in - depth interview schedule for key informants regarding the GPA and examination attritions. Results of the two sets were compared. Quantitative data from the first set were analysed using descriptive and inferential statistics while qualitative data from the second set were analysed using constant comparative method.The study revealed that the following contributed to low GPA and high examination attrition rates in the School of Medicine